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. 2020 Apr 23;10(4):250.
doi: 10.3390/brainsci10040250.

Self-Concept and Inattention or Hyperactivity-Impulsivity Symptomatology: The Role of Anxiety

Marisol Cueli  1 , Celestino Rodríguez  1 , Laura M Cañamero  1 , José Carlos Núñez  1 , Paloma González-Castro  1
Affiliations

Self-Concept and Inattention or Hyperactivity-Impulsivity Symptomatology: The Role of Anxiety

Marisol Cueli et al. Brain Sci. .

Abstract

Attention-deficit/hyperactivity disorder (ADHD) has been associated with low levels of self-concept (academic, emotional, social or physical), although this association can differ in the function of the inattention or hyperactivity-impulsivity symptomatology. Furthermore, the relation between ADHD and self-concept can be mediated or moderated by the levels of anxiety. This work is aimed to examine the differential effect of inattention symptomatology and hyperactivity-impulsivity symptomatology on academic, emotional, social and physical self-concept and the mediating or moderating role of anxiety in this relationship. A total of 167 students (70.7% boys and 29.3% girls) aged between 11 and 16 participated in this study. Students' ADHD symptomatology, self-concept in four areas (academic, emotional, social and physical self-concept) and trait anxiety were measured with the State-Trait Anxiety Inventory for Children. The results indicate that trait anxiety mediates the relationship between inattention and emotional, social and physical self-concept but does not moderate this relationship. Trait anxiety does not mediate or moderate the relationship between hyperactivity-impulsivity symptoms and self-concept. When inattention symptomatology increases, academic self-concept decreases directly, but students' emotional, social and physical self-concept decreases indirectly through trait anxiety.

Keywords: ADHD; ADHD-presentations; anxiety; comorbidity; self-concept.

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Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
Mediational model for inattention symptomatology. AC = Academic self-concept; EM = Emotional self-concept; SOC = Social self-concept; PHI = Physical self-concept; TA = Trait anxiety; IA= Inattention symptomatology.
Figure 2
Figure 2
Mediational model for hyperactivity symptomatology; AC = Academic self-concept; EM = Emotional self-concept; SOC = Social self-concept; PHI = Physical self-concept; TA = Trait anxiety; IA= Inattention symptomatology.
Figure 3
Figure 3
Graphical representation of the results of the mediation model for the inattention symptomatology. * p < 0.05; ** p < 0.01; *** p < 0.001.
Figure 4
Figure 4
Graphical representation of the results of the mediation model for the hyperactivity–impulsivity symptomatology. *** p < 0.001.
See this image and copyright information in PMC

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